Content Literacy Goodbye Round Robin You are asked to respond to the following questions.

Feel free to use your textbook as you reflect on the information. he point of the assignment is to know what you ha!e learned from this text. ". #hare in your own words the authors$ explanation of reading. %hy is it necessary to understand this& Comprehension is the essence of reading' it is a complex multidimensional process in which readers bring their own meaning and experiences to the printed page to obtain meaning from it. Reading is language( a cogniti!e process and a social acti!ity. )pg."*+, his is important to know so that we understand what reading is and therefore know how to teach it.

-. %hat is round robin and why is it used in many classrooms& Round robin reading is the practice of calling on students to read orally one after the other. ).age "/( .aragraph ", he reasons it is used in classrooms still today is that it is traditionally how teachers ha!e students read materials out loud. 0t is also thought to be a good classroom management tool. 0t is used in reading assessment so that the teacher can assess as the class is working. 0t is thought to sa!e time because the class as a whole is reading the material aloud. 0t is also used because teachers do not know what other skill to use to ha!e their students read the material. ).ages ""-*""+, +. 0s oral reading important& #hare the reasons discussed in the text. Yes( reading is social as stated in question one. 1ral reading is necessary when we want to share information with someone else or when we as teachers need to determine whether a child is using language cues effecti!ely. )pg.+, 2. %hat are some of the problems associated with round robin reading& Round robin reading pro!ides students with an inaccurate !iew of reading ).g. "/3-, 0n real life we are not gi!en a piece of text and asked to present it without rehearsing and our audience is not asked to follow along but rather to listen and pay attention to the information being gi!en and the audience does not ha!e a copy of what we are reading most usually. 0t can potentially cause faulty reading habits instead of effecti!e reading strategies ).g. "/3+, #tudents read at different rates so if they are asked to follow along while reading they may only be absorbing a few of the words and the meaning of the reading is lost. 0t can cause unnecessary sub!ocali4ation ).g. "/32, 5ecause oral reading is slower than silent reading the students sub!ocali4e e!ery word which may cause them to read at slower rates. 0t can cause inattenti!e beha!iors( leading to discipline problems ).g. "/36, #tudents do not follow along most of the time but read ahead

practicing what they are supposed to read which results in little attention to the meaning of the passage. 0t can work against all students de!eloping to their full potential ).g. ""3-, #tudents who make a mistake when reading orally will be corrected by others before they ha!e the opportunity to correct themsel!es. 0t consumes !aluable classroom time that could be spent on other meaningful acti!ities ).g. ""3+, 1ral reading takes longer because it is slower than silent reading. his causes a decrease in the number of words a student will read o!er a year. 0t can be a source of anxiety and embarrassment for students ).g. ""32, #ee abo!e statements 0t can hamper listening comprehension ).g. ""36, 0nstead of listening to others read students are focusing on what the print and lines ahead say.

6. 7ow can oral reading be used when working with struggling readers& 8escribe two of the strategies shared and how you might use these in the classroom. 1ral reading can be used when working with struggling readers to help build confidence( added time helps students to work through problem areas so that when sharing( they are then able to read with ease and focus on expression.)pg.9, 1ral reading can also be used to help struggling readers further de!elop comprehension( students need to pay attention to not only the use of specific language but also typo graphical marks to understand the author intent.)pg.9, :. %hy is oral reading important for comprehension& 8escribe two strategies you might use to de!elop comprehension. Good comprehenders are ones who demonstrate an understanding of complexity by using a !ariety of strategies when reading ).g. "+3", hese strategies include determining which information is most important( self* questioning( summari4ing( inferring( predicting( interpreting( and imaging. %e can use oral reading to teach these strategies. wo strategies you might use to de!elop comprehension are think alouds which is when the teacher !erbali4es her thoughts while reading aloud which shows students what experienced readers do to ensure comprehension. ).g. "63", 0nduced imagery is another strategy and a way to teach students how to construct mental images. ;. %hat are the key words to remember when using oral reading for sharing and performance& 8escribe two of the strategies shared and how you might use these in the classroom. wo key words to remember when using oral reading for sharing and performance are formal and informal. %ays to share and perform may be that students are participating in a dramatic play or reciting a poem. hings of this nature show students that these are ways for written language as a way of communicating with others.